Unit Aim or Outcome: To create a multimodal text on the topic of Ancient Egypt.CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities
Lesson Outcome: Children should begin to look at the ways of living, languages, belief systems, social systems, people and monuments of Ancient Egypt. They should start listening to and using relevant historical language.
CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
Resources: - Pictures of Ancient Egypt - Interactive whiteboard (and internet connection) - Map of the world (or a globe) - Timeline Worksheets (Appendix 1.1) - Pharaoh Worksheets (Appendix 1.2) - Powerpoint: Who Wants to be a Millionaire quiz (Appendix 1.3) - Books: Chronicle of the Pharaohs by Peter A. Clayton The Pharaohs of Ancient Egypt by Elizabeth Ann Payne Life in Ancient Egypt by Kathryn Hinds
Lesson Outline
Introduction (10 mins): As a class, brainstorm everything we know about Egypt and the Egyptians. This should draw on all prior learning experiences. Have pictures of Ancient Egypt to stimulate thought and prompt suggestions such as pyramids, pharaohs, hieroglyphs, etc.
Teaching Strategy/Learning Activity: Students will ……
(10 mins) Geography and Location As a class, students will look at a map of the world, then smaller detailed maps of Egypt. They will answer questions such as: - Name the countries which surround Egypt. - What is the name of the river which flows through Egypt? - Is Egypt a big or small country compared with Australia? - Where do you think most Ancient Egyptians lived? - Why do you think that most of the Ancient Egyptians lived on the floodplain? - What could the Ancient Egyptians have used the River Nile for? - Why do you think that the Ancient Egyptians didn't live in the desert? - Why do you think that most of Egypt is desert?
(15 mins) Timeline Students return to their desks and complete their timeline worksheets.
(15 mins) Pharaohs In groups, children use books and computers to find 5 facts about their given Pharaohs and write these facts on their worksheets.
Teacher will…
Geography Introduce a map of the world. Begin by identifying Australia. If there are children from overseas, allow a few to identify which countries they are from. Ask a volunteer to find Egypt on the map.
http://www.ancientegypt.co.uk/geography/explore/ter.html Next, using the interactive maps (terrain, modern political, and geographical) on the interactive whiteboard, ask guiding questions (to the left), and scaffold answers. Be aware of all students, and ensure that all students have a chance to participate. Focus on students talking skills and model answers where necessary.
Timeline Hand out timeline worksheets and give instructions to take the information and place the time periods of Ancient Egypt onto their timelines. (May need discussion on BCE/CE and BC/AD). Walk around and assist.
As there is a lot of information on this website, teacher may choose what parts to read out – any huge developments, ruling pharaohs, etc. Discuss the difference we would have between ancient times and modern days. Move children’s thoughts away from modern appliances to social structures and kings (pharaohs) to transition into the next activity.
Pharaohs Depending on the number or available books and computers, divide children into groups. Give children useful websites on Egypt, and help them use the books and computers to find facts.
Concluding strategy (10 mins): As a class, play the “Who wants to be a millionaire” quiz. Children will not necessary know all the answers to this quiz, but it should stimulate thought and discussion, and make them interested in wanting to know more about the ancient Egyptians.
Assessment: Through worksheets, discussion and the quiz, students should be able to: - gather information and explains the various lifestyles of the Ancient Egyptians - listen to descriptions of unfamiliar places, people and things - describe people, places and things in detail
Any special considerations or contingency plans: Make sure groups are chosen carefully, so that capable students are placed with less able students.
Children should begin to look at the ways of living, languages, belief systems, social systems, people and monuments of Ancient Egypt. They should start listening to and using relevant historical language.
CUS2.4
Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
TS2.1
Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
- Pictures of Ancient Egypt
- Interactive whiteboard (and internet connection)
- Map of the world (or a globe)
- Timeline Worksheets (Appendix 1.1)
- Pharaoh Worksheets (Appendix 1.2)
- Powerpoint: Who Wants to be a Millionaire quiz (Appendix 1.3)
- Books:
Chronicle of the Pharaohs by Peter A. Clayton
The Pharaohs of Ancient Egypt by Elizabeth Ann Payne
Life in Ancient Egypt by Kathryn Hinds
As a class, brainstorm everything we know about Egypt and the Egyptians. This should draw on all prior learning experiences. Have pictures of Ancient Egypt to stimulate thought and prompt suggestions such as pyramids, pharaohs, hieroglyphs, etc.
Students will ……
(10 mins) Geography and Location
As a class, students will look at a map of the world, then smaller detailed maps of Egypt. They will answer questions such as:
- Name the countries which surround Egypt.
- What is the name of the river which flows through Egypt?
- Is Egypt a big or small country compared with Australia?
- Where do you think most Ancient Egyptians lived?
- Why do you think that most of the Ancient Egyptians lived on the floodplain?
- What could the Ancient Egyptians have used the River Nile for?
- Why do you think that the Ancient Egyptians didn't live in the desert?
- Why do you think that most of Egypt is desert?
(15 mins) Timeline
Students return to their desks and complete their timeline worksheets.
Once children complete timelines, return to front of class and look at interactive timeline: http://www.rom.on.ca/programs/activities/egypt/learn/timeline.php
(15 mins) Pharaohs
In groups, children use books and computers to find 5 facts about their given Pharaohs and write these facts on their worksheets.
Geography
Introduce a map of the world. Begin by identifying Australia. If there are children from overseas, allow a few to identify which countries they are from. Ask a volunteer to find Egypt on the map.
http://www.ancientegypt.co.uk/geography/explore/ter.html Next, using the interactive maps (terrain, modern political, and geographical) on the interactive whiteboard, ask guiding questions (to the left), and scaffold answers. Be aware of all students, and ensure that all students have a chance to participate. Focus on students talking skills and model answers where necessary.
Timeline
Hand out timeline worksheets and give instructions to take the information and place the time periods of Ancient Egypt onto their timelines. (May need discussion on BCE/CE and BC/AD). Walk around and assist.
As there is a lot of information on this website, teacher may choose what parts to read out – any huge developments, ruling pharaohs, etc. Discuss the difference we would have between ancient times and modern days. Move children’s thoughts away from modern appliances to social structures and kings (pharaohs) to transition into the next activity.
Pharaohs
Depending on the number or available books and computers, divide children into groups. Give children useful websites on Egypt, and help them use the books and computers to find facts.
As a class, play the “Who wants to be a millionaire” quiz.
Children will not necessary know all the answers to this quiz, but it should stimulate thought and discussion, and make them interested in wanting to know more about the ancient Egyptians.
Through worksheets, discussion and the quiz, students should be able to:
- gather information and explains the various lifestyles of the Ancient Egyptians
- listen to descriptions of unfamiliar places, people and things
- describe people, places and things in detail
Make sure groups are chosen carefully, so that capable students are placed with less able students.